YEARLY LESSON PLAN SMK MENGLEMBU

SCIENCE FORM TW0 2017

THEME/
WEEK/ LEARNING LEARNING ACTIVITY/ REMARKS
LEARNING
DATE OBJECTIVE OUTCOME EXPERIMENT
AREA
1 1.1 Understanding A student is able to Carry out activities to make connection between the five
MANAGEMENT the sensory a) identify and relate a sensory organ to its stimulus, senses, the sensory organs and the stimuli.
03-06 Jan & CONTINUITY organs and their b) state the pathway from stimulus to response Discuss what happens in our body after a stimulus is detected
OF LIFE functions
Carry out activities to study the following:
A student is able to: a) structure of the human skin involved in stimuli detection,
CHAPTER 1: 1.2 Understanding a)identify the structure of the human skin involved in b) sensitivity of the skin at different parts of the body towards
the sense of touch stimuli detection, stimuli.
THE WORLD b)state the function of different receptors
THROUGH OUR Discuss the sensitivity of the skin in connection to the
SENSES c) draw conclusion on the sensitivity of the skin at following situations:
different parts of the body. a) receiving an injection,
b) using Braille.

2 1.2 Understanding A student is able to: Discuss the structure of the nose and the position of the
the sense of a) identify the structure of the nose, sensory cells using models, charts, computer software and
9-13 Jan smell b) identify the position of the sensory cells in the other teaching aids.
detection of smell.

1.4 Understanding A student is able to: Carry out activities to detect the different areas of the tongue
the sense of taste a)identify the different areas of the tongue that that respond to different tastes.
respond to different taste, Carry out activities to find how taste is related to smell.
b) relate the sense of taste with the sense of smell.
3 1.5 Understanding A student is able to: Observe and identify the structure of the human ear.
the sense of hearing a)identify the structure of the human ear, Discuss the function of each part of the ear.
b) explain the function of the different parts of the Discuss the hearing mechanism.
16-20 Jan ear,
c) describe how we hear.
1.6 Understanding
the sense of sight A student is able to: Examine the cow’s eye or model of a human eye.
a) identify the structure of the human eye, Collect information on structure and function of each part of
b)explain the functions of different parts of the eye, the eye.
c) describe how we see. Discuss how we see.

1
 4 1.7 Understanding A student is able to:
light and sight a) describe the properties of light i.e. reflection and
23-26 Jan refraction,
b) state the various defects of vision,
c)explain ways to correct vision defects,
d)state and give examples of the limitations of sight,
e) connect stereoscopic and monocular visions with
the survival of animals,
f) identify the appropriate device to overcome the
limitations of sight
Carry out activities to study:
a) reflection of light,
b) refraction of light between two mediums of different
density.
Collect information about the types of defects of vision and
the contribution/use of technology to rectify them.
Carry out activities to show what short sightedness and long
sightedness are and how to correct them.
Discuss what astigmatism is and the way to correct it.
Carry out activities to investigate the following:
a) optical illusion, b) blind-spot.

Discuss the connection between stereoscopic vision and

5 1.8 Understanding A student is able to:
sound and hearing a) describe the properties of sound,
b) explain the reflection and absorption of sound,
1-3 Feb c) explain the defects of hearing,
d) explain ways of rectifying the defects in hearing,
e) state the limitations of hearing,
f) state the device used to overcome the limitations
of hearing,
g) explain stereophonic hearing.
6 1.9 Understanding A student is able to:
the stimuli and a) state the stimuli that cause response in plants,
6-10 Feb responses in plants b) identify the parts of plants sensitive to specific
stimulus,
c) relate the response in plants to their survival.
7
13-17 Feb
monocular vision with the survival of animals.
Gather information about the device to overcome the
limitation of sight.
Carry out activities to investigate:
a) the production of sound,
b) the need of medium for sound to travel,
c) the reflection and absorption of sound.
Collect information about
a) the defects of hearing,
b) ways to rectify the defects of hearing.
Discuss the limitations of hearing and ways of improving it.
Carry out activities to investigate the need for stereophonic
hearing in determining the direction of sound.
Carry out experiments to investigate and identify:
a) stimuli detected by plants,
b) the parts of the plants sensitive to specific stimulus.
Discuss in what ways the response of plants towards stimuli
are important for their survival.

8 UJIAN 1
20-24 Feb

2
 9 2.1 Analysing the A student is able to: Discuss the classes of food i.e. carbohydrate, protein, fats,
MANAGEMENT classes of food a) explain through examples the classes of food, vitamins, minerals, fibre and water and state their functions.
27 Feb -3 & CONTINUITY b) state the function of each class of food,
Mac OF LIFE c) test for starch, glucose, protein and fats. Carry out activities to test for starch (iodine solution),
glucose (Benedict solution), protein (Millon’s reagent) and
CHAPTER 2: A student is able to: fats (alcohol-emulsion test).
Nutrition 2.2 Evaluating the a) state what a balanced diet is,
importance of a Discuss:
b) state the factors that must be considered
balanced diet a) what a balanced diet is,
when planning a balanced diet,
protein and fats, b) the factors that determine a person’s balanced diet:
c) explain how the factors affect a balanced diet
d) state the quantity of energy in each gram of age, size, sex, job, climate, state of health
carbohydrate,
10 2.3 Understanding A student is able to: Discuss that digestion is the breakdown of large food
the digestive system a) explain what digestion is, molecules into smaller soluble molecules that can be readily
6 – 10 Mac in man b) identify the parts of the digestive system, absorbed by the body.
c) describe the flow of food particles in the
alimentary canal, Identify parts of the digestive system and the flow of food
d) state the functions of the organs in the digestive particles in the alimentary canal using model/chart/CD ROM
system,
e) describe the process of digestion in the alimentary Discuss the functions of the various organs in the digestive
canal, system and the enzymes found.
f) list the end products of digestion of carbohydrate,
11 2.4 Understanding A student is able to: Discuss the process of absorption of the products of digestion
13 – 17 Mac the process of a) explain the process of absorption of the products in the small intestine.
absorption of of digestion, Carry out an experiment to show the absorption of glucose
digested food b) make inference about the absorption of glucose through a Visking tube.
through a Visking tube.
12
CUTI PENGGAL 1
20-24 Mac
13 2.5 A student is able to: Discuss the reabsorption of water by the large intestine and
Understanding a) state how water is reabsorbed in the large intestine, the process of defecation.
27 Mac -31 the reabsorption b) explain defecation, Discuss the importance of good eating habits to avoid
Mac of water and c) relate the problem of defecation with eating habits. constipation.
defecation
14 2.6 Put into A student is able to: Plan and carry out a healthy eating habit.
practice the a)justify the importance of eating nutritious food, Discuss the following topics :
3-7 Apr habits of healthy b) put in practice good eating habits, a) practicing good eating habits i.e. eating nutritious food and
eating c) justify the generous distribution of food to the eating in moderation,
. underprivileged / needy, b) the generous distribution of food to the underprivileged /
d) relate the dining culture of different people needy,
conforming to sensitivities and religious beliefs c) Cultural practices in dining conforming to sensitivities and
religious beliefs.
15 MAN AND THE 3.1 A student is able to: Collect and classify various plants and animals into a system
VARIETY OF Understanding a)explain the diversity of living organisms in a habitat, based on common characteristics
10-14 April LIVING THINGS variety of living b) classify various animals based on common - Animal: Invertebrate, vertebrate, mammal, fish, bird,

3
 organisms and characteristics, amphibian, reptile.
CHAPTER 3: their classification c) classify various plants based on common - Plant : Flowering plant, nonflowering plant,
Biodiversity characteristics, monocotyledon, dicotyledon.
d)explain the importance of biodiversity to the - Build a concept map on living organisms based on the
environment classification above.
16 MAN AND THE 4.1 Analysing the A student is able to: Carry out a field work to study species, habitat, population,
VARIETY OF interdependence a) state what species, population and community are, community in an ecosystem.
17-21 LIVING THINGS among living b) state what habitat and ecosystem are,
April organisms c) identify various habitats in one ecosystem, Carry out a discussion on interdependence among living
CHAPTER 4: e) explain through examples the interdependence organisms and the environment to create a balanced
Interdependence among living organisms and the environment to ecosystem
among living create a balanced ecosystem
17 organism and the 4.2 Evaluating the A student is able to: Collect and interpret data on the types of interactions
environment interaction a) list the types of interactions between living between living organisms as follows:
24-28 April between living organisms, a) prey-predator,
organisms b) explain with examples the interactions between b) symbiosis: commensalism, mutualism and parasitism
living organisms, e.g. remora and shark, algae and fungi, tape worm - man
c) justify the importance of interaction between living c) competition.
organisms and the environment,
d) explain through examples the advantages and Discuss the advantages of biological control in regulating the
disadvantages of biological control in regulating numbers of pests in certain areas.
the number of pest in certain areas.
18 4.3 Synthesizing A student is able to: Collect and interpret data on the producer, consumer,
food web a) explain what producers, consumers and decomposers decomposer and pyramid number.
1-5 Mei are,
b) combine a few food chains to construct a food web, Construct a food web from a few food chains and identify the
c) identify the producer, consumer and decomposer in a producer, consumer and decomposer.
food web,
d) construct a pyramid number from a food chain, Discuss the energy flow in the food web constructed.
e) relate the food web and the pyramid number to Conduct a game to show the effects of an increase or
energy flow, decrease in the number of organisms in a pyramid number.
f) predict the consequences if a certain component of Discuss the consequences if a component of living organisms
living organisms in the ecosystem is missing. in an ecosystem is missing.
19
8 – 12 PEPERIKSAAN PERTENGAHAN TAHUN
Mei
20 PEPERIKSAAN PERTENGAHAN TAHUN
15 – 19
Mei
21 4.4 Analysing A student is able to: Carry out discussion on what photosynthesis is.
photosynthesis a)state what photosynthesis is, Carry out experiments to determine the factors needed
22-26 Mei b) state the factors required for photosynthesis, for photosynthesis i.e. carbon dioxide, water, light and
c) state the products of photosynthesis, chlorophyll.
d)control the variables that are required for Discuss the importance of photosynthesis in
photosynthesis, maintaining a balanced ecosystem.
e) explain the role of photosynthesis in Discuss the carbon and oxygen cycles.
maintaining a balanced ecosystem.
4
 22
29 Mei – 2 CUTI PERTENGAHAN TAHUN
Jun
23
5 -9 Jun CUTI PERTENGAHAN TAHUN
24 4.5 Evaluating the A student is able to: Collect and interpret data on the conservation and
importance of a) explain what conservation and preservation preservation of living organisms.
12-16 Jun conservation and are, Carry out a field work in a natural forest reserve
preservation of b) explain the steps taken to preserve and (wetlands, highland forest or tropical rain forest) or an
living organisms.
conserve living organisms, animal sanctuary to study the conservation and
c) justify the importance of conservation and preservation of living organisms.
preservation of living organisms, Carry out a discussion on how the improvement in
d) support activities organised by various parties science and technology helps in the conservation and
to preserve and conserve the living preservation of living organisms
organisms.
25 4.6 Evaluating the A student is able to: Carry out a brainstorming session to discuss the
role of man in a)explain the effects of human activities on the environmental issues affecting the balance in nature
maintaining balance balance in nature, and how to solve it.
of nature b) describe how man solves problems related to
19 - 23 Jun
environment, Carry out a discussion to justify that man needs stable
c) justify that human need a stable, productive and productive ecosystem to ascertain a harmonious
and balanced ecosystem. life.
26 MATTER IN 5.1 Analysing the A student is able to: Carry out activities to determine the following:
NATURE physical a) state the meaning of the freezing point of - the freezing point of water,
26 Jun – 30 characteristic of water, - the boiling point of water.
Jun CHAPTER 5: water
b) state the meaning of the boiling point of Carry out an activity to observe the effects of
Water and
water, impurities on the physical characteristics of water
Solution c) describe the physical characteristics of water,
d) explain through examples the effects of Carry out an electrolysis to determine the ratio of
impurities on the physical characteristics of hydrogen to oxygen in a molecule of water.
water.

5
 27 5.2 Analysing the A student is able to:
3-7 July composition of water a) determine the composition of water,
b) test the presence of hydrogen and oxygen.

5.3 Analysing the

evaporation of water A student is able to:
a) explain what evaporation is,
b) explain through examples the factors that
affect the rate of evaporation of water with
reference to the Kinetic Theory,
c) compare and contrast between evaporation
and boiling,
d) describe the application of the evaporation of
water in daily life.
Carry out experiments to study the factors affecting the
rate of evaporation of water i.e. humidity, the
temperature of the surrounding, surface area and the
movement of air.
Discuss the factors affecting the rate of evaporation in
relation to the Kinetic Theory.
Discuss the similarities and differences between
evaporation and boiling.

28 5.4 Analysing the A student is able to: Discuss the differences between solute, solvent and
solution and a) explain what solute, solvent and solution are, solution.
10-14 July solubility b) contrast and compare between dilute solution, Carry out activities to prepare a dilute solution, a
c) concentrated and saturated solution, concentrated solution and a saturated solution.
d) explain what suspension is, Discuss the similarities and differences between dilute
e) explain what solubility is, solution, concentrated solution and saturated solution.
f) explain the factors affecting the solubility of
solutes in water, Carry out activities to illustrate the differences between
g) explain the importance of water as a a solution and a suspension.
universal solvent in life,
h) give examples on the uses of organic solvents Carry out experiments to determine the factors
in our everyday life affecting the solubility of a solute.
a) Nature of solvent,
b) Nature of solute, c) Temperature.

Carry out experiments to determine the factors

affecting the rate of dissolving:
a) temperature,
b) rate of stirring, c) size of solute particle.

Discuss the importance of water as a universal solvent

in life.
Gather information on the application of organic
solvents in daily life.

6
 29 5.5 Analysing acid A student is able to:
and alkali a) identify the properties of acid,
17-21 July b) identify the properties of alkali,
c) state that acid and alkali only show their
properties in the presence of water,
d) explain through examples the definition of
acid and alkali,
e) identify the substances which are acidic or
alkaline in everyday life,
f) state the uses of acid and alkali in daily life,
g) explain the meaning of neutralisation,
h) write an equation in words to describe the
neutralisation process,
i) explain through examples the uses of
neutralisation in daily life.
30 5.6 Analysing the A student is able to:
method of water a) list the natural sources of water,
24-28 Julai purification b) state the reasons for water purification,
c) describe the various types of water
purification,
d) compare the strengths and weaknesses of the
various types of water purification.
5.7 Analysing the A student is able to:
water supply system a) describe how the water supply system works,
b) explain ways to save water.
Carry out activities to study:
a) the properties of acid in terms of pH value, taste,
corrosive nature, effect on litmus paper, reaction with
metals such as magnesium and zinc,
b) the characteristics of alkali in terms of pH value,
taste, corrosive nature, effect on litmus paper,
Carry out a discussion to define acid and alkali
operationally.
Carry out activities to determine the acidic and alkaline
substances in daily life.
Carry out an activity to show neutralisation using the
hydrochloric acid and sodium
hydroxide of the same concentration
Discuss the various types of water purification such as
filtration, boiling, chlorination and distillation.
Carry out activities to study the various types of water
purification such as filtration, boiling and distillation.
Discuss the ways to save water.
Do a project on how much water the average household
uses.

31 5.8 Understanding A student is able to: Conduct discussion on the effect of water pollution on
the preservation of a) give examples of water pollutants, living things.
31July - 4 water quality b) explain the effect of water pollution on living Generate ideas on ways to control water pollution
Ogos
things,
c) explain ways to control water pollution,
d) explain ways to preserve water and its
quality.

32 MATTER IN 6.1 Understanding A student is able to : Carry out an activity to discuss the kinetic theory of
NATURE air pressure a) explain the existence of air pressure with gases.
7-11 Ogos reference to the Kinetic Theory, Carry out an activity to show that air exerts pressure.
CHAPTER 6:
b) explain the factors affecting air pressure. Carry out activities to show the factors affecting air
Air pressure
pressure, i.e. volume and temperature
A student is able to:
6.2 Applying the a) explain with examples things that use the Collect and interpret data on appliances that use the
principle of air
principle of air pressure, principle of air pressure.
pressure in daily life
b) generate ideas to solve problems using the Gather information and discuss the application of air

7
 principle of air pressure,
c) relate the safety measures taken when using
gas under high pressure.
pressure in syringe, siphon, spraying pump and
drinking straw.
Discuss ways of using the principle of air pressure to
solve daily problems such as blockage in sinks and
pouring condensed milk from a can.
Gather information on how a gas tank containing gas
under high pressure works.
Discuss the safety precautions taken when using gas
under high pressure.

33 MATTER IN 7.1 Understanding A student is able to: Carry out activities to show pushing and pulling are
NATURE force a) state that a force is a push or a pull, forces.
14 - 18 b) explain the effects of forces, Carry out activities to show the effects of force
Ogos CHAPTER 7:
c) explain the various types of forces. (changes in shape, position, speed and direction).
FORCE AND
MOTION
Carry out activities to show different types of forces
A student is able to: (frictional, gravitational, electrostatic and
7.2 Understanding a) state the unit of force, magnetic force)
the measurement of
b) explain how a spring balance works, Discuss the unit of force and the principle of a spring
force
c) measure the magnitude of force. balance.
Carry out activity to measure the magnitude of force.

34 7.3 Application of A student is able to: Discuss with examples to show the existence of
frictional force a) explain with example the existence of frictional force.
21- 25 frictional force, Carry out activities to identify the direction of
Ogos b) state the direction and the magnitude of frictional force and measure the magnitude of the
frictional force, force.
c) carry out an experiment to show how Carry out an experiment to show how different types of
different types of surfaces affect frictional surfaces affect the magnitude of frictional force.
force, Gather information and discuss the advantages and
d) explain the advantages and disadvantages of disadvantages of friction.
friction, Carry out activities on ways to
e) explain ways to increase friction, a) increase friction,
f) explain ways to reduce friction, b) reduce friction.
g) explain with examples the application of
friction in daily life. Discuss the application of increasing and decreasing
friction in our daily life.

35 CUTI PENGGAL 2
29 Ogos –
1 Sept

36 7.4 A student is able to: Discuss with examples to show work is done when an
Application of work a) explain with examples how work is done, object is moved by a force.
8
4-8 Sept a) state the unit of work, Carry out activities to determine the work done by
b) calculate the work done. using:
Work (J) = Force (N) X Distance (m)
7.5 Application of
A student is able to:
power
a) state the meaning of power, Carry out activities to determine power by using:
b) state the unit of power, Power (W) / Time (s) = Work (J)
c) calculate power on the work done.

7.6 Analysing the A student is able to: Create an activity e.g. drawing a poster, sketching or
importance of force a) describe how life will be if force does not acting to show how life would be without force.
in life exist

37 MATTER IN 8.1 Understanding A student is able to: Gather information and discuss the various support
11-15 Sept NATURE the support system a) explain the support system in vertebrates and systems in
in animals the various support systems in invertebrates, a) land and aquatic vertebrates,
CHAPTER 8: . b) compare and contrast the support system b) land and aquatic invertebrates.
SUPPORT AND
between land and aquatic vertebrates, Carry out discussions on the following:
MOVEMENT c) compare and contrast the support system a) similarities and differences between support systems
between land and aquatic invertebrates. in land and aquatic vertebrates,
b) similarities and differences between support systems
in land and aquatic invertebrates.
A student is able to:
a) explain the various support systems in woody Carry out field work to study various support systems
8.2 Understanding
and non woody plants, of plants.
the support system
in plants
b) classify plants based on their support Carry out activities to classify plants based on their
. systems. support systems.

8.3 Appreciating the A student is able to: Discuss issues e.g.

support system in c) justify the importance of the support system a) inability of whales to move back to sea after being
living things to living things. washed ashore,
b) a crippled person using crutches for support.

9
 38 TECHNOLOGICAL 9.1 Understanding A student is able to: Carry out activities to find the point of equilibrium in
18-22 Sept AND INDUSTRIAL the centre of gravity a) determine the point of equilibrium in regular regular and irregular shapes.
DEVELOPMENT IN affects stability
SOCIETY and irregular shapes, Carry out an experiment to find out how the centre of
b) relate the point of equilibrium as the centre gravity affects the stability of an object by
CHAPTER 9: of gravity of objects, manipulating the
c) relate the centre of gravity to the stability of a) height,
Stability objects. b) base area.
9.2 Appreciating the A student is able to: Discuss the relationship between the centre of gravity
importance of
stability
a) suggest ways to improve the stability of and stability.
objects around them, Carry out a brainstorming session on ways to improve
b) explain with examples the application of stability.
stability in life. Carry out activities like doing projects or playing
games to build models by applying the concept of
stability.

39 TECHNOLOGICAL 10.1 Analysing levers A student is able to: Discuss how a small effort can overcome a large load
25-29 Sept AND INDUSTRIAL
a) list things around them that use the principle with the use of a lever.
DEVELOPMENT IN
SOCIETY of the lever, Make an observation on devices that use the principles
b) state what a lever can do, of levers.
CHAPTER 10: c) identify load, force and fulcrum in the lever, Identify the load, force and fulcrum, and then classify
d) classify levers, the systems into first, second and third class levers.
Simple Machine e) explain what is meant by the moment of a Discuss how humans apply the principles of levers to
force help them overcome large load.
f) solve problems related to levers. Discuss that the moment of force
= force X (perpendicular distance from the pivot to force)
10.2 Appreciating Carry out an activity to show the relationship
the innovative A student is able to: between moment and the product of force and distance.
efforts in the design a) design or improvise a device that use the Solving problems related to levers using the
of machines to
principle of a lever. following formulae:
simplify work.
Load (N) X distance of the load from fulcrum (m) = Force
(N) X distance of the force from the fulcrum (m)

40 PEPERIKSAAN AKHIR TAHUN

2-6 Okt
41
9-13 Okt PEPERIKSAAN AKHIR TAHUN

41
16-20 Okt DISCUSS THE ANSWERS FOR PAT, PT3 ANSWERING TECHNIQUES
42
16-20 Okt CUTI DEEPAVALI (16/10 – 20/10)
43-47
22 Okt -24 ACTIVITIES AFTER EXAMINATION
Nov
10
 48
25 Nov- CUTI AKHIR TAHUN

11